Au XIXe siècle, alors que triomphe le texte imprimé, on assiste à une valorisation inédite de la parole : la causerie et la conversation sont érigées en mythes et considérées comme des éléments constitutifs de l’identité française, et de nombreuses formes écrites font de la parole un modèle d’écriture. La presse en particulier reconfigure des modèles discursifs pour s’adresser à un public qui se massifie au cours du siècle, et dont la captation devient un enjeu économique et politique. De 1836-1884, période considérée dans ce travail, la transposition de la causerie dans le journal renvoie tout à la fois à une modalité d’écriture influencée par les formes conversationnelles et épistolaires, dont le style se construit dans une tension entre sérialité et originalité, et, par métonymie, à des articles spécifiques. Si l’écriture causée peut être cultivée de façon macrostructurale – elle caractérise toute l’écriture du petit journal notamment –, on considérera plus spécifiquement trois déclinaisons journalistiques de la causerie : la critique littéraire (incluant la critique dramatique, forme majeure de la critique journalistique à l’époque), la chronique journalistique, ainsi que des formes originales de journalisme personnel. Plus qu’un simple dispositif textuel, ou une écriture de repli pour des journaux privés de matière politique, la causerie journalistique porte des enjeux poétiques et génériques notables – l’essor du recueil, des écritures personnelles, polyphoniques ou humoristiques notamment gagnent à être reconsidérées de ce point de vue. En outre, elle participe directement aux reconfigurations du statut de l’homme de lettres au XIXe siècle, à qui elle offre un support pour gérer son image publique et orchestrer son positionnement sur la scène littéraire. / During the 19th century, while the printed text is predominant, we witness a new importance of speech : talk and conversation are erected as myths and considered elements of the French identity, and various written media make speech a model of writing. The press in particular reconfigured discursive models to reach a public that had been growing over the century, and the captivation of whom was becoming an economic and political issue. In 1836-1884, the period considered by the study, the transposition of chatting into newspaper columns recalled both a writing mode influenced by the conversation and epistolary forms, whose style builds itself in a tension between seriality and originality, and, by metonymy, to specific articles. If the spoken writing can be cultivated in a macrostructural way (it characterizes all the writing of the « petit journal » in particular), we will consider more specifically three journalistic versions of the talk : the litirary criticism (including theatre criticism, major form of journalistic criticism at the time), the journalistic chronicle as well as original forms of personal journalism. More than a simple textual device, or a fall backwriting form for newspapers lacking political content, the journalistic talk has important poetic and generic issues  the rise of collections, of personal, polyphonic, or humorous writing in particular merit being reconsidered from this point of view. Besides, it participates to the redefinition of the media writer’s status during the nineteenth century, to whom it offers a way to manage his public image and his position on literary front.

abstract: Literature was reviewed about how synchrony occurs in infant-parent dyads, in emotion, and physiologically in couple dyads. Social baseline theory suggests that both conversation and interpersonal touch confer benefits by reducing burden on the participants through coregulatory processes. The current study examined how affectionate touch and positive conversation influenced physiological synchrony, a potential mechanism of physiological coregulation, in couples. Because synchrony is believed to occur within the autonomic nervous system, in the present study, physiological synchrony was measured using cardiac interbeat interval (IBI) as an indicator of autonomic nervous system activation. Couples were assigned to one of four conditions: interpersonal touch with positive conversation, interpersonal touch without conversation, positive conversation with no interpersonal touch, and neither interpersonal touch nor conversation. We hypothesized that 1) IBI synchrony between spouses within the real data would be significantly higher than within a phase-shuffled version of the data; and 2) synchrony would be strongest in the touch-talk condition, followed by the touch-no talk condition, followed by the talk-no touch- condition, and finally by the no touch-no talk condition. We also investigated whether there was a tendency for husbands or wives to serve as leader or follower in the four conditions. Using windowed lagged cross-correlations, we found that synchrony within the real data was stronger than synchrony within the shuffled data, suggesting that it reflects an ongoing interpersonal process. Next, we found that there was significantly greater synchrony in the touch-talk than in the touch-no talk condition, marginally greater synchrony in the touch-no talk condition than in the no touch-talk condition, and significantly greater synchrony in the no touch-talk than in the no touch-no talk conditions, suggesting that talk, rather than touch, was driving these synchrony levels. We also found that the only condition with a significant level of leading-following pattern was the no touch-talk condition. More husbands than wives led the covariation in IBI when couples were conversing but not touching. When touch was included this effect did not occur. Future research should include potential moderators such as marital satisfaction and investigate whether seeing one’s partner influences synchrony. / Dissertation/Thesis / Masters Thesis Psychology 2018

New methodology has been utilized to provoke or increase targeted metabolic pathways in microbes. The low hanging fruit of natural products has been discovered over the last 50 years. To continue finding new metabolites to be used as possible drug candidates, methodology development such as those proposed herein are necessary. This methodology uses extracts from known pathogenic bacteria to elicit production of latent biosynthetic pathways from environmental bacterial isolates that may be active against the original pathogenic strains. A new compound, MAV-1 (1) of the diketopiperazine family (Figure 1) was isolated and identified utilizing these techniques. The structure of MAV-1 (1) was defined by a combination of mass spectroscopy (MS) and nuclear magnetic resonance (NMR) spectroscopy. Discovery of MAV-1 (1), a possible precursor to other known compounds, demonstrates the continuing utility of microbial sources with new chemodiversity.

It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for conceptual understanding but a teacher who equates understanding with being correct and fast will enact this goal differently from someone who expects students to be able to explain and communicate their understanding. The way a teacher understands what it means to do mathematics and be good at mathematics will influence their future teaching. Furthermore, the messages teachers send to their students about who they are as mathematical learners are full of messages about what it means to do and be good at mathematics. Additionally, these messages can have a long-term impact on how those students view themselves and the decisions they make for their future. This study uses qualitative methods to better understand pre-service teacher (PST) talk, how their talk relates, and how their talk changes over time. I describe PST talk as it relates to mathematics (M), ability (A), and themselves as mathematical learners (P) (the three components of the MAP framework). This study took place with the PSTs in two sections of a mathematical content course for elementary school teachers taught by the researcher. First, using grounded theory, I developed codes to understand how these PSTs talked in regards to the three components and applied these codes to written reflections at the beginning and end of our course. After analyzing the data I selected and interviewed 14 PSTs one year after our course. Again, I applied the same codes to their talk in the interview to see how their talk continued to change. Select interview PSTs were then chosen to represent common and uncommon examples of PST talk. Findings from this study show that talk across the MAP framework was related and that this talk became more standards-aligned by the end of the content course. However, the findings also provide a much more nuanced insight into different relationships and changes in talk. One finding shows that when variations in PST talk existed between framework components it was most commonly due to PSTs talking about mathematics in a more traditional way than when they talked about ability or themselves as mathematical learners. Another finding shows that during the interviews (one year after our course) PSTs continued to talk about themselves and abilities in mostly standards-aligned ways but reverted towards more traditional talk when discussing mathematics and how someone demonstrates their mathematical understanding. These findings have important implications for future research and for teacher educators. First, the relationships between the components of the MAP framework suggest that addressing PSTs conceptions of mathematics and their conceptions of ability may affect how they talk about individuals as mathematical learners. Second, the findings show which aspects in the MAP framework PSTs more readily talk about in standards-aligned ways. This provides insights into which areas teacher educators may want to emphasize more in trying to promote changes in PST talk. Lastly, these findings also show which aspects of PST talk maintain over a longer time frame and which aspects need a greater sustained emphasis. All of this is necessary as we support PSTs to think and talk about mathematics and mathematical abilities in standards-aligned ways that are truly supportive of all students.

Paper One: An opportunity sample from three primary schools participated, split between two age categories with 37 children from year groups three and four (mean age of 8 years) and 48 from year groups five and six (mean age of 9 years 11 months). Children’s perspectives of self-talk were explored through focus groups that were transcribed and then studied through thematic analysis (Braun & Clarke, 2006). Additional quantitative data was generated from the children’s self-reported experiences of self-talk, which they also rated along constructs relating to positivity. A sample of the children’s self-talk statements that were judged to be self-evaluative, were additionally rated by an opportunity sample of four adult participants to allow a comparison between adult and child perspectives. In line with previous research, themes arose concerning children’s perspectives of the role of self-talk in enabling them to negotiate cognitive and social situations. New themes arose including the children’s concerns about the privacy of their thoughts and the prominence of self-evaluative forms of self-talk. More similarities than differences were found between the two age ranges and there was considerable overlap between adult and child ratings of the evaluative self-talk statements. The implications of these findings and suggestions for future research are discussed, including links to Paper Two of this study. Paper Two: This is a feasibility study. An opportunity sample of 79 children, aged between seven and eleven years old (mean age of 9 years 7 months), took part in a series of six group intervention sessions run by the researcher. These aimed to encourage self-talk that is self-compassionate, using elements of compassion focused approaches (Gilbert, 2009). A mixed methods design led to analysis of qualitative data from post-intervention group interviews using thematic analysis (Braun & Clarke, 2006). Quantitative data comprised the children’s pre-intervention and post-intervention responses to three questionnaires seeking to explore wellbeing, behaviour and self-compassion. Several key themes were identified, including the children’s ability to engage with the concepts of self-talk, self-kindness and the three system model of emotions (Gilbert, 2009). The concept of self-compassion itself was found to have some aspects that were harder for the children to comprehend. There were no significant differences between the children’s responses on the pre-intervention and post-intervention questionnaires, however, there were interesting qualitative responses concerning the use of these. The implications of these findings will be discussed with consideration to current educational psychologist practice and the need for future research.

<p>Teacher talk is a major way in which instructors support and provide scaffolding for their students, frame their pedagogies, model ways of thinking, and convey ideas. Effective teacher talk about engineering design at all levels of students’ educational experiences has the potential to better prepare students for success in engineering and increase the diversity of engineering fields. However, the most effective ways for teachers to talk to their students during engineering design are not well understood. This three-study dissertation examines the ways in which instructors use talk to interact with their students through a variety of different engineering design settings and contexts, with potential implications to improve and educate how teachers present engineering to their students. Overall, this thesis addresses the research question: How do instructors (teachers and professors) use talk interactions to scaffold students in engineering design? The first study is a case study that focuses on the whole class verbal interactions of an experienced and successful teacher throughout the entirety of a month-long life science-based STEM integration unit in a 6th grade classroom. Results show that this teacher’s talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions and aligned individual lessons and the overall unit with the engineering design process. The second study uses naturalistic inquiry to examine how six different teachers of 6^th, 7^th, and 8^th grades talked to their students while the students were actively working in small teams on engineering design projects. Results indicate that the teachers had conversations with the students about many areas of engineering, demonstrating that middle school teachers can have high-level conversations with their students about their design ideas. However, when students struggle to communicate their ideas, the different levels of support outlined in the coding framework and examples provide a structure of support for teachers to give their students. Additionally, there were many areas of engineering that were underemphasized in the teachers’ talk and each teacher had different emphasis. The third study examines how professors in mechanical and biomedical engineering talk to their students during introductory engineering design projects. Results show that the three professors used their talk to support their role as a guide and mentor to students during their projects, although they had different goals with their mentoring. They used their talk to push students’ ideas to consider their problems more broadly, encouraged students to brainstorm diverse out-of-the-box ideas, supported teaming, and modeled engineering language. They maintained a focus on non-technical content, including the iterative nature of design, teaming, and communication, but made references to how students would apply this knowledge in future, more technical projects. The professors supported many challenges for novice designers, including supporting prototype development to represent ideas and iterating to improve their ideas, but were not comprehensive in their support of other challenges, especially problem scoping, testing and troubleshooting, and reflecting on the process. The final chapter of this dissertation presents a synthesis across the three studies and a summary of the implications for teaching. These implications include many examples of high-quality engineering conversations with students at different levels of their education, identification of aspects of engineering education that are underemphasized in teachers’ talk to their students, and connections to needed areas of support and professional development for teachers.</p>

Various studies have found differences in males’ and females’ mathematical achievement, with boys’ achievement scores higher than girls’. However, the difference in mathematical achievement does not appear to exist yet when children are younger (e.g., in preschool or kindergarten), but rather we begin to observe this gender achievement gap in middle school and high school. These findings raise the question about what is happening in pre- and elementary school that may cause this achievement gap to appear. Research suggests that there is a relationship between the amount of teachers’ math talk and preschool children’s conventional mathematical knowledge. Studies suggest that teachers’ math talk is significantly related to the growth of mathematical knowledge. The amount of input boys and girls receive from preschool teachers’ can be one of the causes of the gap in their math achievement in later years. Various studies measured the amount of teachers’ math talk in the classroom however there are very few research that investigated the influence of gender on the amount of preschool teachers’ math talk. The current study investigated the effects of children’s gender on preschool teachers’ math talk. The purpose of the study was to investigate the amount of preschool teachers’ math talk with children as well as the effect of children’s gender on the amount and type of preschool teachers’ math talk. The data was collected as part of another study which aimed to create a database of quality early childhood practices. The participants of the current study were 2 teachers (1 teacher and 1 assistant teacher) in a preschool classroom and the 16 (7 girls. 9 boys) children in their classroom. Permissions were obtained from teachers and children’s families. The teachers were videotaped during the free play time and the videos were coded for the amount and type of math talk using Observational Coding Matrix which is a checklist of 8 different math categories. The results showed a statistically significant difference for the amount of total math talk that boys received comparing to girls, in favor of the boys. Although, boys received more math talk in most of the math categories, the operation was the type in which the gender difference was statistically significant. Although the sample size was small the gender difference was statistically significant, which shows the importance of studies that investigate the gender differences in teachers’ math talk.

京都大学 / 0048 / 新制・課程博士 / 博士(経済学) / 甲第22222号 / 経博第610号 / 新制||経||292(附属図書館) / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 関口 格, 教授 原 千秋, 准教授 陳 珈惠 / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DGAM

Some students with autism spectrum disorder (ASD) struggle with social reciprocity, or the ability to engage in chains of back-and-forth conversation, interfering with other students' ability to respond to a question that is posed by the teacher in classrooms. The participants were 11 fifth grade students with autism spectrum disorder. We used a simple differential reinforcement intervention within a token system in direct instruction sessions for math to help balance the participation in a class of children with ASD as well as lower the number of talk-outs made by all students. Using a single-subject design, data were analyzed for changes in level, trend, and variability. Secondary analysis consisted of descriptive data and effect size calculations, including analysis of three subgroupings of students according to participation levels at baseline. Results show that students who previously had excessively high rates of participation were able to better balance their participation to allow other students the opportunity to participate. The intervention also increased participation from students who previously showed minimal rates of participation. Students whose participation levels were already within one standard deviation of the class mean maintained their balanced participation levels, on average, throughout the intervention. Lastly, the intervention was very effective in lowering the number of talk-outs made overall during the direct instruction period. This is a simple intervention that showed good results in a classroom setting to help students with autism regulate their participation during instruction

Entry level and post professional physical therapy education is enhanced when learners are actively engaging with material/patients through EPA’s and the essential core competencies. Active learning strategies are educational methods where students are actively involved in their learning. Entrustable Professional Activities (EPA) guide practice based assessment for students and professionals, carrying out trustful activities with multiple competencies. An agreement on the delivery of the essential competencies with active learning strategies to enhance EPA are still up for debate. First round of rapid fire will compare the delivery of content with focus on traditional, flipped and on-line classrooms. The second round of rapid fire will discuss active learning strategies creating or assessing impactful EPA with clear take home examples. Active learning strategies will include Team Based Learning (TBL), Experiential Learning, Reflection and Patient Simulation. This will conclude with a hearty discussion on classroom structure and strategies in pediatric physical therapy education leading to more effective, gratifying, and memorable learning outcomes.